O escopo dessa pesquisa foi investigar por meio da revisão sistemática e metanálise a relação existente entre violência escolar, no período de 2006 2016, o rendimento e a qualidade de vida do aluno dentro da instituição enquanto fator pertinente para o processo de ensino e aprendizagem. O levantamento bibliográfico foi conduzido em bases eletrônicas de dados (LILACS, SciELO e PubMed) resultando na escolha tanto de artigos científicos quanto de livros. Por meio de uma busca bibliográfica padronizada, utilizou-se palavras-chave (descritores) específicas em estudos pertinentes à questão proposta. Para a seleção e avaliação dos estudos científicos levantados na busca foram estabelecidos critérios, contemplando os aspectos: estudos realizados em território brasileiro, tipo de estudo, participantes, intervenção adotada e avaliação dos resultados. Dos títulos obtidos a partir desta busca foram selecionados somente aqueles cujo material tivesse relação com o objeto do presente estudo. Após a leitura do texto completo, os mesmos foram resenhados de acordo com ficha protocolar e classificados com relação ao nível de evidência e grau de recomendação. Como resultado 15 (quinze) estudos foram incluídos na revisão sistemática e, em seguida, para a metanálise. Por meio dos resultados e da discussão, notou-se que existe uma escassez de estudos com o enfoque da violência escolar, rendimento do aluno e qualidade de vida; contudo os resultados obtidos demonstraram que a violência no âmbito escolar interfere no clima educacional ao qual o aluno encontra-se exposto e resulta na queda da qualidade de vida do aluno e contribui para seu baixo desempenho escolar. O processo ensino e aprendizagem também foi prejudicado quando o aluno é exposto à violência intrafamiliar. / The scope of this research was to investigate by a systematic review and meta-analysis the relation between school violence, during 2006 2016, income and quality of life of the student into the institution as a relevant factor for teaching and learning process. The bibliographical survey was conducted in electronic databases (LILACS, SciELO and PubMed), and resulting in the selection of both scientific articles and books. Through a standardized bibliographic search, specific keywords (descriptors) were used in relevant studies to the proposed question. For the selection and evaluation of the scientific studies raised in the search criteria were established, covering the following aspects: studies carried out in Brazil, type of study, participants, intervention adopted and evaluation of the results. From the titles obtained from this search were selected only those whose material had relation with the object of the present study. After reading the full text, they were reviewed concerning the protocol form and classified in relation to the level of evidence and degree of recommendation. Thus, 15 (fifteen) studies were included in the systematic review and then for meta-analysis. Through the results and discussion, it was noted that there is a shortage of studies with the focus on school violence, student achievement and quality of life; However, the results show that school violence interferes with the educational atmosphere to which the student is exposed and results in a drop in student\'s quality of life and contributes to their poor school performance. The learning and teaching process was impaired when the student was exposed to intrafamiliar violence.

M.Ed. / A school is a place where children are equipped for the world with all its challenges. School has always been developed to be a place of safety, away from all the brutality of the world, and a safe haven for children from the rising tide of perils they increasingly face; perils such as substance abuse, violence, unwanted pregnancy, drop out, teen smoking, and depression (Salovey & Sluyter, 1997). However, headlines in newspapers, 60 POLICE CALLED IN TO QUELL SCHOOL MAYHEM (The Star, 29 August, 2007) and PRIMARY SCHOOL OF CRIME REVEALED (Cape Argus, 29 May 2007) and SWORD-WIELDING SCHOOLBOY KILLS FELLOW PUPIL (Mail & Guardian, 2008) reflect almost all these threats as daily realities for our children. Headlines featuring such crude and often fatal accounts of school violence appear to be the most concerning. It is clear that some children are turning the safe haven which school is intended to be, into a nightmare. In addition, over and above speculation as to the reason for this phenomenon growing in intensity and frequency, the fact remains that schools are no longer safe havens where children are afforded the chance to realize their full potential. Schools are instead becoming four walls and a roof for the breeding ground of moral decay, readily highlighting the urgent need for attention, understanding and action in response to this devastating phenomenon. Having taken cognizance of and perceiving the reality of the broader context of school violence, and encouraged by my passion for children as an educator and future educational psychologist, my research set out to explore the phenomenon of school violence - not through how it plays itself out in schools, nor as a reaction to the phenomenon being experienced at schools, but rather from the preventative and proactive stance of trying to make sense of and harness skills that could better equip and support our children in their daily negotiation of school.

A review of the related literature sets the criteria for development and implementation for this violence prevention program. Specifically the project concentrates on needs assessment, project development and implementation, teacher inclusion and in-service, life experiences, long term commitment and incentives. Also included as part of this anti-violence project are teacher surveys, lesson plans, sample schedules, and evaluation forms for needs assessment evaluation.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2017 / Safety in schools is not only a South African issue, but a global challenge too. The study focused on safety in semi-urban schools of Limpopo Province, Mankweng Circuit. The purpose of this study was to investigate factors that affect learners’ safety and to propose ways in which safe schools could be created so that these become centres of learning and where effective teaching takes place. A qualitative approach was used in this study via the use of a purposive sampling method. The sample for this study consisted of 3 learners selected from each 3 different schools. Data was collected through three methods: interviews, observations and written documents. Semi-structured interviews were used to interview learners. The present researcher took five to ten minutes to observe the school before starting the interviews. Substance abuse policy, Minutes for sub-committee for safety and Incidents of violence were used as written documents. The data collected was explicated using step-by-step guide. The study found that some schools in Mankweng Circuit are not safe. Fighting, stabbing, and using drugs and dagga, teenage pregnancy and threats take place on school premises and some of the learners even brought drugs and weapons into school premises. Results also indicated there is a strong partnership between parents and law enforcement agencies for instance polices are working together in the provision of safety measures in schools. As part of the study recommendations, all discarded materials such as broken chairs, tables and blackboards are stored far away from the learners’ classes and gate.

Orientador: Carmen Maria Bueno Neme / Banca: Ana Celina Pires de Campos Guimarães / Banca: Diana Pancini de Sá A. Ribeiro / Resumo: O bullying é um tipo de comportamento violento que vem chamando a atenção de pesquisadores de diversas áreas, por estar se manifestando de forma cada vez mais grave e frequente. As consequencias para quem sofre bullying são imprevisíveis, pois dependem dos recursos individuais de enfrentamento e da obtenção ou não de ajuda e apoio social (familiares, professores, outros). Considerando a gravidade do fenômeno bullying, os diferentes tipos de sofrimento de suas vítimas e as possíveis estratégias que podem ser identificadas para que as vítimas possam se livrar das humilhações, esse estudo pretendeu descrever e analisar, compreensivamente, experiências vividas por adolescentes que sofreram bullying. Neste estudo, de natureza quantitativa e quantitativa e qualitativa, fundamentado em análises estatísticas e no método fenomenológico de investigação, verificou-se não só a necessidade de diagnosticar os acontecimentos de bullying, mas também de estudos voltados à compreensão mais profunda do sofrimento das vítimas. Essa pesquisa foi realizada em duas fases. Na primeira, foi realizado um estudo quantitativo, utilizando um questionário elaborado para o estudo, o qual foi respondido por 160 adolescentes do 6º e 7º anos dos Ensino Fundamental de uma escola pública visando identificar casos de vítimas de bullying, seu percentual nessa amostra e sua significância estatística. Na segunda fase, foi realizado um estudo qualitativo, por meio do método fenomenológico de coleta e análise dos dados, da qual participaram seis alunos selecionados de acordo com critérios definidos, que foram individualmente entrevistados. Os resultados quantitativos mostraram que 54% da amostra relatou ter sido vítima de bullying sendo 64% de alunos do 6º ano e os demais do 7º ano. A escolha foi mais apontada... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Bullying is a type of violent behavior that has attracted the attention of researcheres from various fields, to be manifesting itself in an increasingly severe and frequent. The consequences for those who suffer bullying are unpredictable because they depend on individual coping resources and getting help or not, and social support (family, teachers, etc). Considering the seriousness of the bullying phenomenon, different types of suffering of its victims and the possible strategies that can be identified so that victims can get rid of humiliation, this study aimed to describe and analyze, understandably experiences of adolescents who have experienced bullying. In this study, quantitative and qualitative, based on statistical analysis and the phenopmenological method of investigation, there was not only the need to diagnose the events of bullying, but also for studies aimed at understanding more deeply the suffering of victims. This survey was conducted in two phases. At first, we performed a quantitative study using a questionnaire prepared for the study, which was answered by 160 adolescents in the 6th and 7th years of basic education of a public school in order to identify cases of victims of bullying its percentage in this sample and its statiscal significance. In the second phase, we performed a qualitative study, using the phenomenological method of data collection and analysis, of which six students selected according to defined criteria, which individually interviewed. The quantitative results showed that 54% of the sample reported having been bullied, 64% of students in the 6th grade and the other of 7th year. The school was most often mentioned as the location of bullying, and verbal as the type used by the classmates. There was no statistically significant difference by gender with... (Complete abstract click electronic access below) / Mestre

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016 / Violence in schools is one of the most challenging issues facing educators, policy makers, learners, parents and the community in South Africa at large. Sometimes it occurs without educators and parents being aware of it and in most cases, learners specifically girls are reluctant to report their experiences of violence. Because the entire community is continually searching for ways to address this problem in schools, it is hoped that this study may offer some valuable insights. This study focuses on school violence in the Umbumbulu circuit affecting the safety and learning of learners. Educators are also affected to a great extent. Many factors were considered when investigating the problem of school violence. The problem was traced from the theorist’s perspectives and the factors related to the family, school and the community. An extensive literature review shows that the above-mentioned factors contributed to school violence. In order to support or reject the findings of the literature study, qualitative research was conducted. Empirical data from four high schools in the Umbumbulu circuit in Durban in the South region of KwaZulu Natal were collected by means of individual interviews. Thirty two educators were interviewed including principals and senior educators in order to determine whether violence is increasing or decreasing. The study was aimed at investigating the common types of violence and the nature thereof. The causes of violence including the triggers, all form an integral part of this investigation. The teacher experiences and responses to the interviews as part of the qualitative research revealed that a culture of violence existed in these schools, and that corporal punishment was still practised. Educators’ perceptions on school violence at their schools revealed that bullying persisted, especially when there was no teacher supervision. Deep anger from learners, tribal disputes and drugs were some of the factors that triggered violence in the Umbumbulu circuit. Based on these findings recommendations for the implementation of prevention programmes were made.

Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand. = Proefskrff voorgele ter vervulJing van die vereistes vir die graad DOCTOR EDUCATIONIS, in die Fakulteit Opvoedkunde (Departement Opvoedkundige Sielkunde) aan die UNIVERSITEIT VAN ZOELOELAND, 1995. / The aim of this investigation was to determine the influence of violence on the black principal's role and task as well as on his life-world. An introductory historical review was provided of the origin and occurance of violence in schools in the Republic of South Africa. From the literature study it became clear that the provision of separate education for blacks and whites was the main cause of violence in schools. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Black education became the battlefield of political ideologies. The crisis culminated in the Soweto riots of 1976. Both pupils and teachers resorted to unacceptable behaviour such as stay-aways, strikes and boycotts in order to achieve political goals. Management and leadership style of principals determine the performance of their duties. It was established that violence in schools disturbed the black school principal's professional, organisational and administrative duties. Violence influenced the school climate in a negative way and black school principals found it difficult to motivate their staff, pupils and parents. This negative school climate often disturbed black school principals' tasks to solve interpersonal, individual-institutional and school-community conflicts sufficiently. These unresolved conflicts often resulted in violence in schools. The black school principal's life-world was investigated. Violence disturbed the black school principal's significance attribution, involvement, lived-experience, self-actualisation and the formation of a self-concept. His relationship with himself, his staff, the pupils, the parents, the inspectors, the education department and teachers' organisations as well as his relationship with objects/ideas and God were disturbed by the occurance of violence in schools. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by principals in the Umbumbuiu school circuit where violence occurred. An analysis was done of eighty completed questionnaires. Descriptive and inferential statistics were used to process the data. In conclusion the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: * Education should be depoliticised. Legislation to prohibit political propaganda campaigns and party political mass meetings during school time on school premises should be promulgated. In the service contract with the Department of Education teachers should undertake not to propagate party politics in schools. * The composition of school governing bodies should reflect the diversity of the communities which they serve. Goverment intervention in school management should be minimized. The power of school governing bodies should be increased. * By means of information seminars, workshops and in-service courses black school principals should be equipped to handle conflict situations and violence in their schools. Every school principal should develop and implement an emergency plan in their schools.

Submitted in partial fulfilment of the requirements for degree of Master of Education in the Faculty of Humanities at the University of the Witwatersrand / This study explored learners’ experiences of bullying and how it makes them feel excluded in a school in Botha-Bothe district, Lesotho. A qualitative research method was applied, which included analysis of data obtained from narrative essays and from individual, semi-structured interviews. A narrative essay question was given to 76 Grade eight learners who participated in this study to write about their experiences of bullying and how it makes them feel. Out of these 76 Grade eight learners who wrote narrative essays, a purposive sampling was used to select 6 learners who seemed to experience multiple forms of bullying to participate in individual, semi-structured interviews. Various forms of bullying, the effects and factors that contribute to bullying which make learners feel excluded in a school environment are described. The study explicates that learners were exposed to multiple forms of bullying, for example, physical and verbal bullying. In addition, it was established that bullying exhibits psychological and emotional effects, particularly on the victims. Unique to this study were participants’ perceived reasons why they think they are vulnerable to bullying and what they think triggers some learners to bully others. The study was brought to a conclusive end by highlighting the need for a systematic way of assessing and addressing the problem of bullying in schools. The study also highlighted that parental involvement is as crucial in dealing with cases of bullying as it is presumably caused by the way in which children are raised from their homes. / MT2017

The current study examined the empathic attainment of young children (mean age 7 years) as a function of the child's socioeconomic status. Further, the potential intervening variable of violent media representations within product advertisements is assessed within and between the observed socioeconomic status groups. Three critical dimensions of empathy were assessed: cognitive, affective and behavioral. Participants were 200 volunteers recruited from public and private schools in a small region in southern Appalachia. Respondents were rated on their response to animated video clips depicting an individual in emotional distress. Results suggest that media exposure has significant effect on measures of affective empathy and prosocial behavior with lower scores being obtained by children after viewing an action oriented commercial as opposed to a prosocial commercial message prior to the presentation of the target vignette. The degree to which the media presentation affected empathic responding was found to be associated with participants' socioeconomic status.

No description available.